1. Social Stories By Tammy Hudlin D.17, Resource Teacher for Autism
Developed by: Carol Gray

2. Many people with autism struggle with the ability to think in ways necessary for appropriate social interaction.
Social stories are a technique that can be used to help individuals with autism ‘read’ and understand social situations.

3. What is a Social Story?
A short story that is written according to specific guidelines. They describe a situation, concept or social skill and teach the child socially acceptable behaviours.
They require the consideration of the perspective of the person with autism; the story is written in the first person (“I”).

4. Purpose To facilitate the inclusion of students in regular classrooms
To introduce change and new routines
To explain reasons for the behaviours of others
To teach situation-specific social skills
To assist in teaching new academic skills

5. Gather information to answer these questions:
Social stories are written in response to a troubling situation, in an effort to provide a person with autism with social information.
Gather information to answer these questions:
Where does the situation occur?
Who is involved?
What occurs?
Why is this happening?
How long does it last?

6. Types of Sentences (used in social stories)
Descriptive
Directive
Perspective
Control
There should be 2-5 descriptive/perspective sentences for each directive/control sentence

7. Descriptive Sentences
Describe what people do in particular social situations
They are used to describe a social setting or step-by-step directions for completing an activity.
Factual
Do not state “always”; instead use “usually” or “probably.”
Eg. The bell rings for the children to come in from recess. The children go to their classroom where the teacher reads a story.

8. Directive Sentences
Helps direct a person to an appropriate desired behaviour/response.
They are stated using positive language. Focus on the desired behaviour not the negative behaviour!
Often begin with “I will try to . . .”
Eg. “I am playing during recess. The bell rings for me to come in. I stop playing and line up to come in. I follow the other children and quietly go to the classroom. When we get to the classroom, I go to my desk and sit down. I listen as my teacher reads a story.”

9. Perspective Sentences
Others’ feelings/reactions to a situation so the individual can learn how others’ perceive various events.
Eg. When the bell rings for recess to end, the teacher is happy to see all the children line up quietly and walk to their classroom. Many children are excited that they get to hear a story. The teacher likes to see the children listen. The teacher likes it when children are quiet during the story.

10. Control Sentences (not always included)
Identifies personal strategies the person can use to recall and apply the information from the social story.
Eg. “I remember that the bell means it’s time for recess to end by thinking of a teapot. I know that when it whistles, the water is done. The bell is like the whistle; when it rings, recess is done.”

11. Trivia Questions
Usually, people eat meals at the table. They stay at the table until their meal is finished
= descriptive
This makes it easier to eat neatly and safely.

12. I will try to sit at the table while I am eating.
= directive
I will try to eat from my own plate.
If I want more food, I may ask for it.
= directive/control

13. Most people are careful when they eat.
= descriptive
I will try to keep my food on my plate or in my mouth. I can do this by using my fork and spoon.
= directive/control
Mom likes it when I eat at the table.
= perspective

14. Social stories need to be read daily until the child successfully enacts the skills or appropriately responds in the social situation depicted.
Then fade the number of times the story needs to be read in a week or month.
You can also rewrite the story, gradually removing directive sentences from the story.

15. Example Listening to Stories
Sometimes people listen to stories. Stories can be about things that really happened or they can be make believe. Some stories are long and take awhile to read. Other stories are short and take only a few minutes. Some stories have pictures and others just have words. Sometimes I can learn new things from stories. I can listen to stories at home and at school. When I listen to stories I sit quietly and pay attention. Other children listen to the stories, too. That is why I have to be quiet, so everyone can hear.

16. Example: High School student - Test Taking
Example: (with visual supports)
Example: Digital Story - Transition

17. Group Work In groups of 5 Create a social story for: Share stories
Asking for help
Winning & losing
Interrupting
Lining up
Taking turns
Share stories

18. Questions?